Evaluating English Lesson Plans at A Senior High School Through Nation and Macalister's Language Curriculum Design Framework
DOI:
https://doi.org/10.55129/jp.v16i2.3272Keywords:
Learning Implementation Plan, Language Curriculum Design, Needs Analysis, Course Evaluation, English LearningAbstract
A lesson plan (Rencana Pelaksanaan Pembelajaran [RPP]) is an important document that determines the direction and quality of the English language learning process in secondary schools. However, lesson plan preparation in Indonesia generally focuses on meeting administrative requirements based on government regulations and is not always supported by an understanding of internationally developed language curriculum design models. Therefore, the extent to which teachers’ lesson plans align with comprehensive principles of language curriculum design remains insufficiently explored. This study aimed to analyze the alignment of an English language lesson plan at SMA Negeri Ambulu with the language curriculum design model developed by Nation and Macalister, including environmental analysis, needs analysis, principles, goals, content and sequencing, format and presentation, monitoring and assessment, and evaluation. This study employed a descriptive qualitative approach using directed content analysis of one Grade 12 English lesson plan document. The data were analyzed through manual coding based on the Miles and Huberman interactive analysis model. The findings showed strong alignment in the components of goals, format and presentation, and monitoring and assessment. However, the components of environment, needs, content and sequencing, and evaluation demonstrated only partial alignment with the curriculum design framework. The analyzed lesson plan fulfilled most administrative requirements of the national curriculum but did not fully represent the conceptual foundations of language curriculum design, particularly in relation to needs analysis and comprehensive course evaluation.
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